2017-20 lcap & 2016-17 annual update · and annual update (lcap) template ... lcff evaluation...

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LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Paso Robles Joint Unified School District

----------Contact Name andTitle

Babette DeCouChief Academic Officer

Email and Phone

[email protected](805) 769-1000 x30301

2017-20 Plan SummaryTHE STORYBriefly describe the students and community and how the LEA serves them.

Paso Robles Joint Unified School District serves just over 6800 students on 11 school sites. The District Guiding Principles drives the instructional program and Local Control Accountability Plan (LCAP) and begins with the belief that all students will have success. The LCAP goals reflect the vision that every student will be prepared for success in college, career, and community and the mission which is to deliver an exemplary education, in a safe environment, which empowers students with the skills, knowledge, and attitudes necessary for success in an ever-changing world.The district has six K-5 elementary schools which includes two magnet schools: The Arts Academy at Bauer-Speck and the Georgia Brown Dual Immersion program. There are two middle schools; Lewis Middle School and Flamson Middle School which provides the 6-8 program that extends both the Dual Immersion and VAPA magnets. Paso Robles High School provides a comprehensive program including a wide variety of courses: AP/honors, Dual Enrollment with Cuesta Community College, Dual Immersion World History, VAPA including a downtown Art Gallery that showcases student work and provides working space for student artists, and Career Technical Education includes a nationally-certified culinary arts program, state of the art video production and an award winning welding program.. All comprehensive 6-12 schools have been awarded Gold Ribbon Status by the state. Alternative programs include: grades 6-12 PRO Online Academy, grades 9-12 Independence High School, and grades 10-12 Liberty Continuation High School.District initiatives include visual and performing arts for all K-5 students, elementary and middle school athletics programs beginning in grade 3, 1:1 device initiative in grades 6-8, GATE/AP/honors beginning in grade 2, all-day kindergarten, Transitional Kindergarten and Early Learning Academy (preschool). In addition, PRJUSD has the After School Education and Safety (ASES) program and Paso Robles Youth Development and Enrichment Program (PRYDE) before/after school care and well as PreSchool - 8th grade summer enrichment programs and 9-12 summer school for both credit recovery and original credit. A wide variety of clubs and activities are provided to students including robotics, chess, environmental education, leadership, Link Crew, Leaders as Readers, History Day, district writing contest and Almond Blossom Speech and Language Festival

For more information, please visit http://www.pasoschools.org.

DRAFT X X

https://www.caschooldashboard.org/#/Details/40754570000000/1/EquityReport

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LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP.

The four goals of the 2017-20 LCAP are in direct alignment with the PRJUSD District Guiding Principles and California state eight LCAP priorities. The first goal centers on College, Career and Community readiness. The strategies through LCAP including additional counseling services (guidance counseling and socio-emotional counseling, PBIS), specialized services for college and career readiness (PRHS College and Career Center and AVID) and support for parent (PIQE). The second goal is to improve student achievement and close the achievement gaps. Key strategies include all day kindergarten and early entry TK, support to differentiate instruction including additional certificated and classified staff, before and after school support (expanded library hours, tutoring labs, summer school programs), specialized support for English Learners and their families (ELL Coordinator and a Bilingual Family Advocate). The third goal is access to core curriculum taught by highly qualified teachers aligned to California standards and the key strategy is professional development and coaching support for classroom implementation of high quality first teaching and differentiation. The final goal to provide enrichment and acceleration opportunities and support for GATE/AP/honors courses, Educational Technology, Visual and Performing Arts (VAPA), elementary and middle school athletics and other extra curricular activities. These activities are often available to families who can afford them, but are provided to all students in PRJUSD free of charge.

REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

Our overall state achievement data indicated that we have specific areas where we have high levels of student performance and a substantial number of subject and grade levels that demonstrated growth. Our 11th grade students at the comprehensive high school continue to out perform the state averages in ELA and mathematics. This high level of performance was recently recognized with the awarding of the Gold Ribbon School status to Paso Robles High School. In grades 3-8, we have been able to identify schools and grade levels that have promising practices that have led to significant student growth. District wide in the initial Dash Board release, PRJUSD was awarded a green performance level in graduation rate, English Learner Progress and Suspensions. In fact, in graduation rate and suspensions, English learners, socio-disadvantaged and Hispanic subgroups were award a blue performance level. Overall in grades 3-8, the district received yellow in ELA and mathematics, but had many areas of both blue and green that is influencing our current instructional practices.Stakeholder input continues to demonstrate a confidence in the accomplishments of the district and the direction of the District Guiding Principles and district initiatives. Students and parents indicated that this is a safe place to be with caring adults. Most significant increases are in parent surveys in Spanish in regards to providing a quality education. This year 89% of the parents surveyed in Spanish indicated that PRJUSD provides a high quality educational experience which was up from 72% the year before. This year we expanded our Parent Investment for Quality Education (PIQE) program to three full classes including a leadership (year 2) class, provided translation and language support at public meetings through our Bilingual Family Advocate and English Language Coordinator. Our site English Language Advisory Committees (ELAC) provided two community forums with law enforcement, an immigration attorney and school officials to discuss issues of student safety and welfare and answer questions regarding immigration enforcement. The AVID program at the high school which has a high percentage of English language learners and reclassified students has double in the past three years and was identified by 9-12 students as a program that benefited them. 100% of the AVID students last year received acceptance letters to four year colleges and universities.Our school enrollment and average daily attendance (ADA) have increased. In the LCAP surveys, parents have identified the following initiatives as services, programs or supports that have most benefited their child: sports/athletics, visual and performing arts (VAPA), GATE, AP/Honors, Counseling/Counseling Services. In addition, specific programs such as ST Math, PBIS, after school tutoring were named. Core programs supports identified by parents included special education services, teacher support, FFA, Dual Immersion Program and after school child care and child development programs. All students in grade 5, participated in visual arts, dance and music with over 50% participating in after school athletics. In grades 9-12, 53% of students were enrolled in Honors/AP classes with 78% of the students stating that they have significantly benefited from these opportunities.

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Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

GREATEST NEEDS

There are no overall district performance in the Red or Orange performance categories for state indicators. Local performance indicators will be reported during the Fall of 2017. Survey data indicates that only 9% of parents have attended a parent workshop or training. This will be a focus area for 2017-18 for parent engagement. Each district initiative and program will collaborate to develop a comprehensive parent education program. In addition, each school site will identify parent workshop and training opportunities. In reviewing data from students, there appears to be a slight drop in middle school scores regarding student constructiveness including participation in a club or student organization and having at least one caring adult that they can go to at the school for help, The California Healthy Kids Surveys will be administered this spring to identify specific areas of focus at each middle school site and this data will be shared as part of the local indicator on school climate. Surveys from grades 9-12 indicate that the college and career preparation and planning data while overall is at a high level, has not increased from the previous year including having a college and/or career readiness plan (71%), having the information I need to understand the options available for college, career and community readiness (80%) and have met with a guidance counselor to review academic progress (59%). This will require a systematic process to assure that we are reaching the students that have not yet been involved in college or career planning. This will be part of the presentation of local indicator on College and Career readiness in the fall of 2017.

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Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS

The local indicators will be presented to the Board of Trustees in the Fall of 2017 following the finalization of the state timeline for Dashboard submission which will include presentations to the Board of Trustees triggering the "Met" designation for local indicators. On state indicators, there were four areas with orange or red performance categories by student subgroups. In the special education student subgroup, graduation rate and grade 3-8 ELA state indicator was red and the grade 3-8 mathematics state indicator was orange. In suspension, the two race student subgroup was red, even though every other student ethnic subgroup was green. For special education students, the district has adopted a co-teaching model for core academic in grades 6-12 to give students additional access to courses required for graduation. In grades 3-8, new ELA adoptions were implemented and support materials for the Learning Centers were identified to improve grade level achievement for special education students. Baseline technology was established for each Learning Center to assure that support programs are available to all special education students served in this setting. A Special Education Curriculum Committee completed a review of supplemental mathematics materials and will be presenting a recommendation for adoption to the Board of Trustees. This year an MOU was contracted with the certificated union that provided release days for training and support of certificated special education staff. In addition, a Special Education Advisory Committee was formed to support the development of a special education handbook and to identify needs of classified and certificated staff.Within the suspension student report, the subgroup of Two Race students indicated that there was high suspension rate and it had increased from the previous year. The subgroup will be reviewed through current suspension data and California Health Kids Survey given this spring to identify potential root causes. Intervention specialist support will be used to support students in this subgroup to assure connectiveness to school.

INCREASED OR IMPROVED SERVICESIf not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.PRJUSD All day kindergarten with six hours paraeducators provides 2.5 additional hours of instruction daily and a 13 to1 adult to student ratio for six hours. Our data in the iRead foundational reading skills program indicates that the gap closes between our high and low poverty schools in these skills. This is the second year for district-wide all day kindergarten and the first year for iRead implementation and we are building a strong foundation for our English learners and socioeconomically disadvantaged students who research indicates will start school with few prereading skills, vocabulary deficients and a lack of school readiness.Our PreK-5 enrichment summer school is free to all duplicated students and at a low cost for other students. This provides an additional 76 hours of instruction and enrichment for students during the summer months. Without these summer supports, the achievement gap would actually widen in the summer between advantaged and disadvantaged students. Students attending enrichment summer school have additional time to master concepts in mathematics and reading and participate in art, STEM and physical activities.Our Bilingual Family Advocate and EL Coordinators have now build a thriving leadership group with Spanish speaking parents. These parents attended both the core and leadership development nine week classes offered through our district partnership with Parent Investment for Quality Education (PIQE). The parent leadership group, PLATA, is serving as outreach to new parents in our district and is providing workshops regarding the information and skills they have learned. Their first major project was the development of the summer learning backpack. Presentations are being held at ELAC sponsored site meetings and parents attending the workshop presented by PLATA parents receive a summer backpack with reading books and activities. The workshops also include information about other summer activities that would be beneficial for students. This is true example of parent engagement.The 6-12 AVID program has continue to grow and impacts not only AVID students, but students throughout the middle and high schools and through service learning requirements, the elementary schools. The AVID site team have site leaders from all content areas and the summer institutes provide indepth training on AVID strategies appropriate for content area instruction. 100% of the AVID seniors were accepted into 4 year colleges or universities. We currently have former AVID students who have returned to work in our district and the culture of college planning is evident in AVID families.

BUDGET SUMMARYComplete the table below. LEAs may include additional information or more detail, including graphics.

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DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $57,997,453

----------Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year

$4,854,500.00

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

$57,997,453 Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2016-17

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal1

Paso Robles Joint Unified School District students will be College and Career and Community Ready when they graduate

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL PRJUSD Guiding Principles Goal #1

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

Increase the percentage of student CSU/UC Ready to 50% based on EAP readiness and completion of A-G CoursesIncrease percentage of students attending 2 year and 4 year post-secondary institutions to 75% (includes military service)Increase the percentage of 9-12 students who indicated they have a college and/or career readiness plan to 85% based on student surveyIncrease the percentage of 9-12 students who indicated that they have met with a guidance counselor to review his/her academic high school progress to 75%Increase high school graduation rate to 90% for all schools and in all subgroupsIncrease attendance to 96%Reduce chronic absenteeism rate by 5%Decrease discipline incidents by 5%Reduce suspension and expulsion rates by 5%Increase the percentage of parents and students who indicated that the school provides a safe environment for learning to 95%Increase the percentage of parents and students who indicated that students are connected to school to 90% based on parental and student surveyIncrease the percentage of student who indicate they have at lease one caring adult to 90% based on student surveyIncrease the percentage of parent who indicated that the school encourages parental participation to 80% based on parental survey

A-G course completion - target 50%Currently 75% of courses at Paso Robles High School meet A-G requirements. Data regarding A-G completion will be available in June.

College and Career Readiness Indicator.CDE is in the process of establishing a College and Career Readiness Indicator. Using data from 13-14, baseline line data was made available to districts. For 2014, 35% of students met readiness for college and career, 37% were approaching preparedness and 28% were not prepared. More recent data is not yet available due to the change from CST to CAASP test.

Enrollment in post-secondary institutions -target 75%100%of 2015-16 AVID students were accepted to four year collegesSurvey data of senior students will be completed in June

71% of 9th - 12th grade students indicated in the 2017 LCAP survey that they have a college and/or career readiness plan (71% in 2016)80% of the 9th -12th grade students indicated in the 2017 LCAP survey that that they have the information they need to understand the options available for college, career, and community readiness (80% in 2015)80%of the 9th-12th grade students indicated in the 2017 LCAP survey that the school offers courses that are aligned to my interests and post-secondary goals (76% in 2016)

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Increase the percentage of parents who indicate that their school seeks their input regarding their child's educational experiences to 80%Develop a district cadre of at least 10 parents who are PIQE trainers and leaders

59% of the 9th -12th grade students indicated in the 2017 LCAP survey that that they have met with a guidance counselor to review their academic progress (58% in 2016)

Graduation - target 90%High School graduation rate (based on 15-16 data) for all students was 93.7% and was rated green on the CA Dashboard. English Learner, socioeconomically disadvantage, Hispanic and white subgroups were all over 91% and rated blue or green on the CA Dashboard. Special Education subgroup was 70% and declined and was rated red.

Attendance - target 96%Attendance as March 31st is 95.44% which is up from the 15-16 attendance of 95.13%

Chronic Absenteeism - target reduce by 5%Chronic Absenteeism has not been released from the state, but is roughly defined as the percentage of students who have been absent for more than 10% of the school days completed. Based on this definition as of March 2017, the district average is 8.87% which ranged at school sites at a low of 7.33% and a high of 12.42%.

Suspension/ Expulsion Rate - target reduce suspension and expulsion rates by 5%The suspension rate decreased from 4.6% to 3.5% which was a 30% reduction in suspension and the performance level for suspension on the CA Dashboard was green.

Safe Environment - Increase percentage of parents and students who indicated that schools provides a safe environment to 95%78% of the parents surveyed in English strongly agreed or agreed that "my child feels safe at school"90% of the parents surveyed in Spanish strongly agreed or agreed that "my child feels safe at school"83% of 5th grade students surveyed strongly agreed or agreed that "I feel safe at school"67% of 6th- 8th grade students surveyed strongly agreed or agreed that "I feel safe at school"67% of 9th - 12th grade students surveyed strongly agreed or agreed that "I feel safe at school"

Student connectedness to school - Increase the percentage of parents and students who indicated that students are connected to school to 90% based on parental and students surveys78% of the parents surveyed strongly agreed or agreed that "my child feels connected to school"

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86% of 5th grade students surveyed strongly agreed or agreed that "I am proud to be part of my school"54% of 6th- 8th grade students surveyed strongly agreed or agreed that "I am proud to be part of my school"57% of 9th- 12th grade students surveyed strongly agreed or agreed that "I am proud to be part of my school"

Students access to caring adults - Increase the percentage of student who indicate they have at lease one caring adult to 90% based on student survey90% of the parents surveyed stated "yes" to "my child has at least one caring adult that they can go to at the school if they need help"88% of 5th grade student surveyed stated "yes" to "I have at least one caring adult that I can go to at the school if I need help"81% of 6th-8th grade students surveyed stated "yes" to "I have at least one caring adult that I can go to at the school if I need help"88% of 9th - 12th grade students surveyed stated "yes" to "I have at least one caring adult that I can go to at the school if I need help"

Parent Input - Increase the percentage of parents who indicate that their school seeks their input regarding their child's educational experiences to 80%80% of the parents surveyed in English stated that the school always or sometimes "seeks my input regarding my child's education"

Parent Participation - Increase the percentage of parent who indicated that the school encourages parental participation to 80% based on parental survey92% of the parents surveyed in English indicated that they participated in school with the largest percentage 88.41% attending school function, 40% volunteering, 38% fundraising, 12% attending parent meeting, 9% attending parent workshops and 11% other.

Parent Leadership Cadre - Develop a district cadre of at least 10 parents who are PIQE trainers and leadersA District Cadre was started through DELAC with 19 parents who completed the PIQE program. The first project will be a workshop for parents of EL students to provide information the EL parents regarding he importance of summertime learning. Using Title II funding, the district is purchasing summertime learning backpacks for the workshop

Six school applied for Bronze level status in PBIS and four school applied for Silver level status.

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ACTIONS / SERVICES

Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

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Action 1Actions/Services

PLANNEDProvide two Tier 1 Intervention Specialists for K-5 schools and contracted mental health services

ACTUALProvided two Tier 1 Intervention Specialist for K-5 Schools which were shared by 4 schools (Bauer-Speck, King, Pifer, Butler) and Contracted Mental Health Services from the Community Counseling Center for 3 schools (Brown and Peterson and Lewis Middle School).

ExpendituresBUDGETEDInterventions specialists, Tier1 2000-2999: Classified Personnel Salaries Supplemental $138,000

ESTIMATED ACTUAL$200,426 2000-2999: Classified Personnel Salaries Supplemental $103,474

Contracted mental health 5800: Professional/Consulting Services And Operating Expenditures Supplemental $40,000

3000-3999: Employee Benefits Supplemental $51,392

Benefits 3000-3999: Employee Benefits Supplemental $59,000 Contracted Mental Health Services 5800: Professional/Consulting Services And Operating Expenditures Supplemental $67,346


PLANNEDProvide two Tier 2 Intervention Specialists for PRHS and one Tier 2 Intervention Specialists each for LMS and FMS

ACTUALProvided two Tier 2 Intervention Specialists for PRHS and one Tier 2 intervention specialist for FMS. Provided a.6 Intervention Specialist at LMS (August - June) and .4 Counseling support toward intervention (January - June)

ExpendituresBUDGETEDIntervention specialists, Tier 2 2000-2999: Classified Personnel Salaries Supplemental $139,000

ESTIMATED ACTUALTier 2 Intervention Specialist for PRHS, LMS and FMS 2000-2999: Classified Personnel Salaries Supplemental $142,014

Benefits 3000-3999: Employee Benefits Supplemental $81,000 Certificated Counseling Support (.4) 1000-1999: Certificated Personnel Salaries Supplemental $15,988

Employee Benefits 3000-3999: Employee Benefits Supplemental R67,963


PLANNED ACTUAL

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Add two additional counselors at PRHS to support academic and college and career counseling

Added two additional counselors at PRHS to support academic and college and career counseling. Added a .4 FTE at FMS and a .6 FTE at LMS tor bring the ratios to 500 to 1 to align with high school ratios

ExpendituresBUDGETEDGuidance Counselor 1000-1999: Certificated Personnel Salaries Base $77,800

ESTIMATED ACTUALGuidance Counselor 1000-1999: Certificated Personnel Salaries Supplemental $82,212

CTE College and Career Counselor 1000-1999: Certificated Personnel Salaries California Career Pathways Trust $77,800

CTE College and Career Counselor 1000-1999: Certificated Personnel Salaries Supplemental 77,800

Benefits 3000-3999: Employee Benefits Base $27,200 Guidance Counselor Benefits 3000-3999: Employee Benefits Supplemental $27,021

Benefits 3000-3999: Employee Benefits California Career Pathways Trust $27,200

CTE College and Career Counselor Benefits 3000-3999: Employee Benefits California Career Pathways Trust $27,200

.4 FTE Counselor at LMS and .6 FTE Counselor at LMS. Position started in January 1000-1999: Certificated Personnel Salaries Supplemental $22,586

Employee Benefits 3000-3999: Employee Benefits 9,967


PLANNEDProvide a College and Career Center at Paso Robles High School

ACTUALCollege and Career Center at PRHS was staff through the CalSoap, College and Career Counselor and After school tutoring coordinators.Funding was received through the College and Career incentive grant to complete reconfigure the college and career center. LCAP funds were not expended through this action, but were shifted to provide funds for overages in other action items

ExpendituresBUDGETEDSupport Services at College and Career Center 1000-1999: Certificated Personnel Salaries Supplemental $20,000

ESTIMATED ACTUALFurniture and Equipment to reconfigure the College and Career Center 1000-1999: Certificated Personnel Salaries Supplemental

Support Services at College and Career Center through CalSoap 1000-1999: Certificated Personnel Salaries Other $17,000

Support Services at College and Career Center Throug Cal Soap TBD

Supplies, Material and Furniture though College and Career Readiness Grant TBD


PLANNEDAVID Program Support for site AVID fees, staff training, college field trips and AVID tutors)

ACTUALAVID Program Support for site AVID fees, staff training, college field trips and AVID tutors

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ExpendituresBUDGETEDSite fees, staff training, college field trips and AVID tutors Supplemental $60,000

ESTIMATED ACTUALAVID Participation Fees 5000-5999: Services And Other Operating Expenditures Supplemental 11,087

AVID stipends, AVID workshops, AVID class materials 0000: Unrestricted Base $10,000

Certificated Stipends and Substitutes 1000-1999: Certificated Personnel Salaries Supplemental $5,838

Tutors 2000-2999: Classified Personnel Salaries Supplemental $3,192 Employee Benefits (All) 3000-3999: Employee Benefits Supplemental

$1,205 Materials and supplies for 11 6-12 AVID classes 4000-4999: Books And

Supplies Supplemental $3,040 Training - AVID Summer Institutes and Regional Workshops 5000-5999:

Services And Other Operating Expenditures Supplemental $20,889 College Field Trips 5000-5999: Services And Other Operating Expenditures

Supplemental $7,485


PLANNED6-8 College, Career and CTE interest inventories, career events and transportation to post-secondary exploratory events

ACTUALDevelopment of a elective wheel that allows for students to complete CTE exploration and conduct interest inventories in grade 6 was completed for implementation during the 2017-18 school year

ExpendituresBUDGETEDInstructional materials and transportation 4000-4999: Books And Supplies California Career Pathways Trust $5,000

ESTIMATED ACTUALDid not occur for 2017-18


PLANNEDParent Institute for Quality Education (PIQE) and additional parent education opportunities for literacy, mathematics, and college and career readiness

ACTUALConducted three Parent Institutes for Quality Education (PIQE) including two level 1 courses and 1 level 2 course

ExpendituresBUDGETEDProgram Fee for three PIQE classes 5800: Professional/Consulting Services And Operating Expenditures Supplemental $30,000

ESTIMATED ACTUALProgram Fee for three PIQE classes 5800: Professional/Consulting Services And Operating Expenditures Supplemental $30,000

Program expenses Supplemental $5,000 Childcare and material expenses 2000-2999: Classified Personnel Salaries Supplemental $550

Materials for Parent Workshops for Summertime learning using the leaders from the Level 2 PIQE class 4000-4999: Books And Supplies Title III $20,825

Additional Time for Bilingual Family Advocate to provide support during the summer for the program. 2000-2999: Classified Personnel Salaries Title III $1000

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Program Experiences and materials (multiple categories) Supplemental $3,512

Parent Education conference with migrant education 5000-5999: Services And Other Operating Expenditures Supplemental $2,575


PLANNEDSchool site support for PBIS implementation, year 2 ($5,000 per site)

ACTUALSchool Site support for PBIS implementation, year 2 ($5,000 per site)

ExpendituresBUDGETEDMaterials through one-time funding 4000-4999: Books And Supplies Supplemental $50,000

ESTIMATED ACTUALMoved to LCAP expense 4000-4999: Books And Supplies Supplemental $37,350

Training Expenses 5700-5799: Transfers Of Direct Costs Supplemental $8,225

Printing of school banners 5000-5999: Services And Other Operating Expenditures Supplemental $1,425

Licenses and Permits - 5-star students 5000-5999: Services And Other Operating Expenditures Supplemental $1,000

ANALYSISComplete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

The overall implementation of the actions and services was consistent with the LCAP plan. The additional counselors and intervention specialist were hired. A College and Career Center was in operation, the AVID program expanded to two classes in 9th-12th grade levels and continued at the middle school level. The district provided two PIQE classes through LCAP at the introductory level and one class at the leadership level. Parents within the leadership class then formed PLATA (Padres Lideres Academicamente Transformando Actitudes) and are providing workshops for parents of English learners on the importance of summer learning and through Title III funds the parents attending the workshops are receiving summer learning backpacks. All schools fully implemented PBIS

--------Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

The overall implementation of the actions and services in this goal increased attendance and reduced suspensions and assisted students in meeting the requirements for high school graduation and college, career and community readiness. The LCFF Evaluation rubric indicates a green level of performance on graduation and suspension. It must be noted that the data used by the state is not current data and more accurate data will be available in the fall. LCAP surveys indicated that we have moved toward targeted objectives within the LCAP for student connectedness, school safety, and having a caring adult. The college and career readiness survey data indicated that, while we are at a high level, we did not substantially improve in the measures of college and career planning and access to a guidance counselor.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The is no material difference between the budgeted expenditures and estimated actual expenditures although 1.0 FTE counselor services was added to support middle school students. This provided the same ratio of counselor to students as the high school. The expenditures for the College and Career Center was reduced as a grant was obtained to provide support for the Center which helped provided support for the 1.0 FTE counselor. One of the intervention specialists at one school could only work 60% and the remaining 40% of the services was done by adding 40% to a part-time counselor.

--------Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

For the 2017-20 plan, this goal remains in place. Along with the current metrics, the district is adding the California Healthy Kids survey which will be given to 5th grade, 6th -8th grade and 9th -12th grade students to meet the requirement of local indicator on school climate. These results will be presented in the fall of 2017 at a regularly scheduled Board of Trustees meeting.

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Goal2

PRJUSD will increase student success and achievement and close the achievement gap of pupil subgroups in core content areas and provide access to Visual and Performing Arts (VAPA) and services for advanced learners (GATE, Honors, AP and Dual Enrollment)

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL PRJUSD Guiding Principals Goal 1


EXPECTED ACTUAL

Increase the percentage of students exiting first grade as readers and mathematicians to 80% including all subgroupsIncrease the percentage of students who exit 5th grade prepared for academic success in middle school to 85% including all subgroupsIncrease the percentage of student who are on track to graduate in grade 9 to 85% (successfully completed English 1 and mathematics courses and passed 3 other classes)Meet State Annual Measurable Achievement Objectives (AMAO) for English LearnersReduce the percentage of Long Term English Learners by 5%Increase the number of students participating in the GATE program in grades 1-8 by 50%Increase the number of students receiving college credit in high school (AP completion and passage rate, dual enrollment, concurrent enrollment) by 10%

TBD with Spring Data

ACTIONS / SERVICES


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PLANNEDAll-day kindergarten @ all elementary sites with 6 hour paraeducators

ACTUALAll-day kindergarten @ all elementary sites with 6 hour paraeducators

ExpendituresBUDGETED6 hour classified paraeducators for all-day kindergarten class 2000-2999: Classified Personnel Salaries Supplemental $473,000

ESTIMATED ACTUAL6 hour classified paraeducators for all-day kindergarten class 2000-2999: Classified Personnel Salaries Supplemental $488,956

3000-3999: Employee Benefits Supplemental $127,000 3000-3999: Employee Benefits Supplemental $107,570


PLANNEDTK for Early Admission Students. (Students who will be 5 between Dec 2 and January 10th will be allowed to enroll August 20th and thus receive a full year of TK prior to K enrollment

ACTUALTK for Early Admission Students. (Students who will be 5 between Dec 2 and January 10th will be allowed to enroll August 20th and thus receive a full year of TK prior to K enrollment

ExpendituresBUDGETEDunreimbursed cost - varies by age 0000: Unrestricted Base

ESTIMATED ACTUALEarly entrance TK birthday were prior to the the "break even" point for ADA 0000: Unrestricted Base $0


PLANNEDSupport for primary classes and differentiated instruction through paraeductors

ACTUALSupport for primary classes and differentiated instruction through paraeductors

ExpendituresBUDGETEDSix 5.5 hour paraeducators 2000-2999: Classified Personnel Salaries Supplemental $132,000

ESTIMATED ACTUALSix 5.5 hour paraeducators 2000-2999: Classified Personnel Salaries Supplemental $103,521

3000-3999: Employee Benefits Supplemental $36,000 3000-3999: Employee Benefits Supplemental 25,775


PLANNEDSupport for Newcomer students and students at CELDT 1,2

ACTUALSupport for Newcomer students and students at CELDT 1,2 . 1 FTE Bilingual Paraeducator Support and . 5 FTE teacher period for Newcomer programs at grades 6-8

ExpendituresBUDGETED.5 FTE Teacher 1000-1999: Certificated Personnel Salaries Supplemental $45,500

ESTIMATED ACTUAL.5 FTE Teacher 2000-2999: Classified Personnel Salaries Supplemental $47,500

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2 FTE hour bilingual paraeduator 2000-2999: Classified Personnel Salaries Supplemental $43,500

3000-3999: Employee Benefits Supplemental 14,950

3000-3999: Employee Benefits Supplemental $21,000 1 FTE bilingual paraeducator 2000-2999: Classified Personnel Salaries Supplemental $15,068

3000-3999: Employee Benefits Supplemental $3,513


PLANNEDStrategic support of Grades K-5 mathematics through ST math

ACTUALStrategic support of Grades K-5 mathematics through ST math

ExpendituresBUDGETEDOngoing licensing fee 5000-5999: Services And Other Operating Expenditures Base $16,000

ESTIMATED ACTUALOngoing licensing fee 5000-5999: Services And Other Operating Expenditures Lottery $16,000


PLANNEDIntervention support for grade 4-5 in reading and designated ELD

ACTUALIntervention support for grade 4-5 in reading and designated ELD

ExpendituresBUDGETED.5 FTE at each four K-5 sites and 1.0 FTE at BS and VP 1000-1999: Certificated Personnel Salaries Supplemental $271,000

ESTIMATED ACTUAL.52 FTE at each three K-5 sites(KK, PB, GB) .64 at WP and 1.0 FTE at BS and VP 1000-1999: Certificated Personnel Salaries Supplemental $317,009



PLANNEDExtended school day (before, after, Saturday)

ACTUALExtended school day (before, after, Saturday)

ExpendituresBUDGETEDPersonnel and materials 0000: Unrestricted Supplemental $35,000

ESTIMATED ACTUALPersonnel for after school 1000-1999: Certificated Personnel Salaries Supplemental $4,575


PLANNEDCore/Enrichment Summer School, K-8

ACTUALCore/Enrichment Summer School, K-8

ExpendituresBUDGETEDStaff and materials 0000: Unrestricted Supplemental $40,000

ESTIMATED ACTUALCertificated Staff, Administrative Staff, Classified Staff and materialsStill TBD with the start of the 2017-18 summer school Supplemental

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PLANNEDExpand library services hours to before and after school

ACTUALExpand library services hours to before and after school

ExpendituresBUDGETEDIncrease Library Media Technicians by 2 hours (to 8 hours) 2000-2999: Classified Personnel Salaries Supplemental $55,000

ESTIMATED ACTUALIncrease Library Media Technicians by 2 hours (to 8 hours) 2000-2999: Classified Personnel Salaries Supplemental $70,829



PLANNEDProvide after school support with designated writing lab and math tutoring center

ACTUALProvide after school support with designated writing lab and math tutoring center

ExpendituresBUDGETEDCertificated staff to work 7th period to provide after school tutoring in writing and mathematics 1000-1999: Certificated Personnel Salaries Supplemental $36,000

ESTIMATED ACTUALCertificated staff to work 7th period to provide after school tutoring in writing and mathematics 1000-1999: Certificated Personnel Salaries Supplemental $38,984


PLANNEDSummer/academic year credit recovery , grades 9-12

ACTUALSummer/academic year credit recovery , grades 9-12

ExpendituresBUDGETEDcertificated staff to provide summer and academic year credit recover program, adminstrative staff, clerk, training and materials Supplemental $45,000

ESTIMATED ACTUALcertificated staff to provide summer and academic year credit recover program (still TBD with the beginning of 17-18 Summer School) 1000-1999: Certificated Personnel Salaries Supplemental


PLANNEDCertificated support for strategic ELA and mathematics for grades 6-8

ACTUALCertificated support for strategic ELA and mathematics for grades 6-8 - Funding used for counseling support

ExpendituresBUDGETED2.0 FTE Certificated Teacher (one at LMS and one at FMS) 1000-1999: Certificated Personnel Salaries Supplemental $130,500

ESTIMATED ACTUAL $0

3000-3999: Employee Benefits Supplemental 49,500 $0


PLANNEDCertificated support for strategic courses for algebra I support in grade 9

ACTUALCertificated support for strategic courses for algebra I support in grade 9

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ExpendituresBUDGETED.8 FTE Certificated Teacher at PRHS 1000-1999: Certificated Personnel Salaries Supplemental $65,000

ESTIMATED ACTUAL.8 FTE Certificated Teacher at PRHS 1000-1999: Certificated Personnel Salaries Supplemental $48.500



PLANNEDGATE, Honors,/ AP Teacher on Special Assignment and GATE/honors/AP support (GATE testing, professional development, classroom materials, parent education, GATE events)

ACTUALGATE, Honors,/ AP Teacher on Special Assignment and GATE/honors/AP support (GATE testing, professional development, classroom materials, parent education, GATE events)

ExpendituresBUDGETED1.0 FTE TOSA, 1000-1999: Certificated Personnel Salaries Supplemental $$71,500

ESTIMATED ACTUAL1.0 FTE TOSA, site coordinator stipends, substitutes 1000-1999: Certificated Personnel Salaries Supplemental $81,065

3000-3999: Employee Benefits Supplemental 24,900 3000-3999: Employee Benefits Supplemental $27,341 4000-4999: Books And Supplies 17,500 4000-4999: Books And Supplies Supplemental 45,795Professional Development, field trips, licenses 5000-5999: Services And Other Operating Expenditures $35,000

Conferences 5000-5999: Services And Other Operating Expenditures Supplemental $14,400

Substitutes and Teacher Extra Duty

$26,100

see certificated salaries


PLANNED

ACTUALTechnology Implementation

ExpendituresBUDGETED

ESTIMATED ACTUALTechnology site leads and web leads 1000-1999: Certificated Personnel Salaries Supplemental $9,000

Benefits on stipens 3000-3999: Employee Benefits Supplemental $753 Noncapitalized Equipment 4000-4999: Books And Supplies Supplemental

$40,400 licensees - NWEA MAP Assessment and Spanish illuminate assessment

5800: Professional/Consulting Services And Operating Expenditures Supplemental $35,491


PLANNEDK-8 VAPA support for program expansion

ACTUALThe K-5 VAPA Program expenses were in the 2015-16 LCAP, and remained in the 2016-17 budget

ExpendituresBUDGETED ESTIMATED ACTUAL

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materials and supplies for program expansion 4000-4999: Books And Supplies Supplemental $50,000

Certificated teachers and VAPA Stipends 1000-1999: Certificated Personnel Salaries Supplemental $262,518

VAPA Instructional Aides 2000-2999: Classified Personnel Salaries Supplemental $44,912

3000-3999: Employee Benefits Supplemental $57,919 Material and Supplies and Noncapitalized Equipment 4000-4999: Books

And Supplies Supplemental $20,175 Repairs/Maint of Equipment 5000-5999: Services And Other Operating

Expenditures Supplemental 2,257 Professional Consulting 5800: Professional/Consulting Services And

Operating Expenditures Supplemental $10,222




For many of the LCAP services this is the second year of implementation which provides a deeper level of understanding of the programs, services and expertise. All day Kindergarten, Transitional Kindergarten, intervention teachers and paraeducators, expanded library hours, elementary VAPA and athletics all began at the start of school. This is the first year that cluster grouping for GATE was used in grades 2-5. The emphasis was on teacher training, finding and developing curriculum and providing opportunities to showcase success. The 1:1 Device initiative in grades 6-8 rolled out out at the end of October and student use data in the LCAP survey showed the impact to the students when technology is available to all students everyday. Newcomer support is allocated each year, but is dependent on enrollment numbers and student placement. This year a new support program Imagine Learner was implemented along with the required technology for every Newcomer to support the transition to English.


intervention services will be evaluated with the spring data.In the LCAP surveys, parents have identified the following initiatives as services, programs or supports that have most benefited their child: sports/athletics, visual and performing arts (VAPA), GATE, AP/Honors, Counseling/Counseling Services. In addition, specific programs such as ST Math, PBIS, after school tutoring were named.

--------Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Last year it was believed that we needed to reduce the overall funding allocated to LCAP and services that were included in the 2015-16 were not initially identified as LCAP funded even though the LCAP Committee believed that they were valuable enough to continue. With a new CBO we reviewed the plan and budget and it was recommended that we continue to identify these services in LCAP as we grow toward full implementation of LCFF. Thus the services for VAPA and technology continue to be included in the LCAP along with the new LCAP services. This raised the LCAP services from 2.9 million to 3.2 million. In the 2015-16 plan there was 2 FTE for pull out intervention services for grades 6-8. In the fall it was decided that that would not be the most efficient way to provide intervention services. The funding was shifted to provide additional counseling support at each middle school.

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To better align the new LCFF evaluation rubric and to provide more alignment to state priorities. This Goal 2 will be split into two goals for the 2017-20 LCAP. The first goal will be student achievement and closing the achievement gap. This will include the intervention services including certificated and classified staff that provide differentiated services, extended learning time through summer programs and all day kindergarten. These are aligned to the State Achievement Indicators for grades 3-8 in mathematics and language arts as well as the College and Career Readiness Indicator. Enrichment and accelerated programs will now be addressed in goal 4 and will also include school climate and a focus on student connectedness to school

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Goal3

All PRJUSD students will have access to core curriculum taught by highly qualified teachers that is aligned to the new California Standards in ELA, mathematics, history social science and science

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL PRJUSD Guiding Principles Goals 1 and 2


EXPECTED ACTUAL

All students will have sufficient access to standards-aligned instructional materials as measured by Williams Act requirements and staff surveysAll K-5 teachers and 6-8 ELA teachers will have textbooks and instructional materials adopted by the California State Board of EducationStudents achieving proficiency on mathematics and English Language Arts benchmarks will increase by a minimum of 10% at each grade level grades 3-11All teachers are appropriately assigned and credentialed in subject areas as indicted by SLOCOE auditAll school facilities will be maintained in good repair as measured by Williams Act requirements and staff, student and parental surveys (target-88%)All grade level and subject area Professional Learning Communities (PLC) will incorporate the use of benchmark and formative data to guide instructional decision making as measured by the PLC minutes submitted to site administratorsAll EL students will have access to core content and ELD standards as measured by course enrollment and daily schedule

Local condition 1 and 2Board Resolution dated October 11, 2016 indicates that all students are supplied with appropriate standards based materials.86% of K-5 staff indicated that their students have access to current textbooks, resources and instructional materials that support

California State Standards73% of 6-12 staff indicated that students have access to current textbooks, resources and instructional materials that support California State Standards (currently the ELA department has completed a curriculum review of textbooks and next year according to the state adoption calendar, History Social Science will be up for review)New standards aligned English Language Arts textbooks were purchased for grades PreK-8 and a curriculum review was completed in grades 9-12 to select new standards aligned English Language Arts textbooks

In the Fall the state recommended reflection tool for the local indicator (state priority 2 )- implementation of state academic standards will be administered to certificated staff and reported to the Board of Trustees at a regularly schedule meeting

Students achieving proficiency on mathematics and English Language Arts benchmarks will increase by a minimum of 10% at each grade level grades 3-11The district elected to implement Measures of Academic Progress (MAP) which provides students, parents and teachers will goal setting, information for instructional planning and progress monitoring toward proficiency. The final MAP assessment will

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be completed in June, but data from beginning of the year to middle of the year show ______Last years state CAASP scores indicate that PRJUSD was yellow in grade 3-8 ELA and mathematics. In grade 11, Paso Robles High School was above the state averages in ELA and mathematics and was awarded Gold Ribbon Status

San Luis Obispo County Office of Education certified teachers were appropriately assigned and credentialed in subject areasThere have been no Williams Act complaints regarding facilities

School Facilities - All school facilities will be maintained in good repair as measured by Williams Act requirements and staff, student and parental surveys - target-88%88% of parents answered "yes" to My Child's school is clean, safe, and functional94% of the K-5 certificated staff answered "yes" to "the school facilities and grounds are maintained in a manner that assures it is clean, safe, and functional"90% of the 6-12 certificated staff answered "yes" to "the school facilities and grounds are maintained in a manner that assures it is clean, safe, and functional"83% of the classified staff "strongly agreed" or "agreed" to "The school facilities and grounds are maintained in a manner that assures it is clean, safe, and functional"91% of the 5th grade students surveyed answered "yes" to "My school is clean and safe"

A review of Professional Learning Communities agendas and minutes indicate the need to provide additional training, monitoring and support for appropriate uses of data to guide instructional decision making.

EL students have access to core content and ELD standards a measured by course enrollment and daily schedule. A new ELD curriculum, English 3D was implemented in grades 4-8 to help support designated ELD

ACTIONS / SERVICES


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PLANNEDProfessional development for the implementation of LCAP services

ACTUALProfessional development for the implementation of LCAP services

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ExpendituresBUDGETEDProfessional development through release time, professional development days, workshops, conferences and professional reading 5000-5999: Services And Other Operating Expenditures Supplemental $25,000

ESTIMATED ACTUALProfessional Development was provided through release time and conferences was provided with a focus on English learners . Professional development also provided with GATE/Honors/AP, AVID, PBIS, Visual and Performing Arts, English Learner Services. 5000-5999: Services And Other Operating Expenditures 25,000


PLANNEDInstructional Coaches to support K-5 classroom teachers in implementing new instructional strategies and programs.

ACTUALInstructional Coaches to support K-5 classroom teachers in implementing new instructional strategies and programs.

ExpendituresBUDGETED3 FTE certificated teachers 1000-1999: Certificated Personnel Salaries Supplemental $233,000

ESTIMATED ACTUALStudents achieving proficiency on mathematics and English Language Arts benchmarks will increase by a minimum of 10% at each grade level grades 3-11 1000-1999: Certificated Personnel Salaries Supplemental $246,326

3000-3999: Employee Benefits Supplemental $82,000 3000-3999: Employee Benefits $81,087


PLANNEDCELDT Testing Team

ACTUALCELDT Testing Team

ExpendituresBUDGETEDCertificated staff to provide CELDT testing 1000-1999: Certificated Personnel Salaries Supplemental $25,000

ESTIMATED ACTUALCertificated staff to provide CELDT testing 1000-1999: Certificated Personnel Salaries Supplemental $19,300


PLANNEDParent Liaison to support the English learner students and their families through providing enrollment support and initial assessment, community and parent outreach and translation support at district meetings

ACTUALParent Liaison to support the English learner students and their families through providing enrollment support and initial assessment, community and parent outreach and translation support at district meeting

ExpendituresBUDGETEDParent Liaison 1000-1999: Certificated Personnel Salaries Supplemental $30,600

ESTIMATED ACTUALParent Liaison 2000-2999: Classified Personnel Salaries Supplemental $23484



PLANNED

ACTUAL25% FTE of English Learner Coordinator. Services to English learner families that were not aligned with Title II or Title III requirement, but were in support of English learners

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and families. In addition the FPM required repayment for the 215-16 as well

ExpendituresBUDGETED

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Supplemental $75,095




This is second year of implementation for instructional coaches and this year there was an enhanced expectation for professional development. Coaches provided workshops and trainings, met with teachers in PLCs, provided classroom demonstrations and classroom support to teachers in implementing new programs and strategies.The is the final year for CELDT testing. Our district has been piloting the new assessment English Language Proficiency Assessment for California (ELPAC). By piloting the new assessment it has helped to plan for the continued use of a testing team.Our Bilingual Parent Liaison has become an integral part of the services provided to English learners and their families. The Parent Liaison along the English Learner Coordinator has been instrumental in developing a Parent Leadership program, PLATA . The Bilingual Parent Liaison was selected as the District Classified Employee of the year for the work that he has done at the district and at school sites.


Data from the surveys of PreK-5 teachers has indicated that instructional coaches are providing professional development, supporting their work in the classroom and assisting teachers to implement new strategies and programs. Feedback from the DELAC support the work of the Bilingual Parent Liaison and the English Learner Coordinator.Additional Data this spring will be used to determine the effectiveness of the implementation of iRead and STMathThe reflective tool for the local indicator regarding the implementation of California standards will also be used to measure progress.The district has a green level performance for English Learner Progress and a blue level performance for graduation rate. English learners were yellow on the state indicators for achievement in grade 3-8 mathematics and English Language arts.We have implemented English 3D with the support of our Title II ELD/ELA Coach and our English Learner Coordinator. Results from the program will be available in the spring.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The one difference was the inclusion of funding for a .25 FTE (for 2015-16 and 2016-17) of the English Learner Coordinator. The Federal Program Monitor (FPM) indicated that 25% of the job description was related to duties that would carry out state requirement for English learners. These duties are consistent with the goals of the LCAP plan.


As we move to the new ELPAC assessment, modifications will based on the new assessment and will work to support parents and teachers in understanding the new results. The state indicators of achievement have helped us to review best practices to support student mastery of the California Standards

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Stakeholder Engagement--------------------LCAP Year 2017–18 2018–19 2019–20

----------INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

The LCAP Advisory Committee was composed of members from a broad range of stakeholder groups including eight students who represented diverse programs (leadership, English learner, CTE, and AVID), parents (elementary, middle and high school), DELAC president, certificated bargaining units, teachers at large, district and site program staff, classified staff and board members. The LCAP Advisory Committee met 7 times (October 27, January 19, February 16, March 9, May 11, May 18 and June 8th to review LCAP requirements, state metrics and accountability system, LCAP surveys, and current and proposed LCAP services. The LCAP Advisory Committee also reviewed input from the LCAP Parent Advisory Committee

The LCAP Parent Advisory Committee included representatives from site PTA/PTO, site English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Booster and Parent Support organizations from the high school level. The LCAP Parent Advisory Committee provided input on the 4 goals of LCAP and on the recommended services. The Committee met twice (May 2nd and May 22nd) during the spring and the meetings met the requirements of the Brown Act. The LCAP Parent Advisory Committee included parents of English learners and low socioeconomic status and was comprised of a majority of parents. The May 22nd meeting included a review of the English language acquisition programs in the district including the Dual Immersion Program, the English Acquisition Program (EAP), Newcomer Programs and Structured English Immersion. The LCAP Parent Advisory Committee was provided the opportunity to provide written comments regarding the District LCAP.

The president of the District English Learner Advisory Committee served on both the LCAP Advisory Committee and on the LCAP Parent Advisory Committee. The proposed LCAP plan of services was presented at the April 25th DELAC meeting and was again part of the June 6th meeting. The DELAC was provided the opportunity to provide written comments regarding the District LCAP. The DELAC is scheduled to present to the Board of Trustees at the June 27th Board meeting

In addition to the eight students on the LCAP Advisory Committee, input was received from the Superintendent Student Advisory Committee (SSAC) LCAP presentation (May 2017))

2017 LCAP Surveys were reviewed by the LCAP Advisory Committee where recommendations were made regarding question make-up, areas of questions and methods of obtaining a significant number of surveys.School site made extensive efforts to obtain parent surveys and over 600 surveys were completed in English and Spanish. All 5th grade students were surveyed along with representative students surveys from 6-12. All schools, grade levels and category of students were represented. This year a management survey was added and a separate classified survey. In all, 11 different surveys were developed, distributed, tabulated and analyzed. The LCAP Advisory Committee along with program staff and site and district administration reviewed the survey for strength, weakness and opportunities and to identify patterns and trends both within and among surveys.K-12 Parent Survey (English and Spanish)Grade 5, Grades 6-8, and Grades 9-12 Students SurveyPreK-5 and 6-12 Certificated SurveysK-12 Classified SurveySite/District Administrative SurveyCommunity Survey (English and Spanish)

Support from County Office of Education

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District staff met individually with County Office of Education staff regarding the LCAP implementation and development process. This gave the district staff the opportunity to ask questions regarding the process of implementation and to clarify LCAP requirements. October 28, 2015 and May 2, 2016

County Professional Development - The SLOCOE provided an LCAP best practices workshop in conjunction with the County Education Council (CEC) which provided the latest information on the development of the state accountability measures including state and local indicators and plan development

The Chief Academic Officer and the Chief Business Officer attended an LCAP presentation presented by School Services of California regarding the development of the LCAP

The entire LCAP Advisory Committee was invited to attend the LCAP orientation workshop presented by the California Collaboration for Educational Equity (CCEE). Four members of the LCAP Committee were able to attend and the information was shared at the LCAP Advisory Committee

LCAP metrics shared with stakeholder groupsLCFF State Priorites Snapshot 2015-16 Reporting for district and all school sitesThree year attendance dataStudent Enrollment DataState Indicator - SuspensionState Indicator - Graduation RateState Indicator - English Learner ProgressState Indicator - Grades 3-8 English Language Arts and Mathematics AchievementK-5 Students participating in VAPAData from the College and Career Indicator (based on 13-14 school year)Survey data from selected LCAP survey questions identified as metrics for each goal

Union input. The certificated and classified union were provided official seats on the LCAP Advisory Committee and were provided the opportunity to provide written comments

Public Input - The draft of the LCAP plan was posted on the website from May 29- June 9. An executive summary of services and expenditures in English and Spanish was also provided

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATEIMPACT ON LCAP AND ANNUAL UPDATE

How did these consultations impact the LCAP for the upcoming year?

The stakeholder input was instrumental in developing the District Guiding Principles including objectives for each goal: Student Success and Student Achievement; Staff Recruitment and Professional Development for Student Success and Student Achievement; and Support Systems for Student Success and Student Achievement.The Districts restructuring process aligned staff and resources to meet the goals established in the Guiding Principles. The LCAP services that support these goals include:K-12 Intervention Specialists and counseling services for social emotional supportPositive Behavior Intervention and Supports (PBIS) to establish baseline behavior support at all grades levelsEnrichment Summer school for grades K-5Targeted interventions services for students who are not reading on grade level or performing mathematics on grade levelCollege and career readiness support including AVID and a College and Career CenterGATE, Advanced Placement (AP), Visual and Performing Arts (VAPA) enhancement for students

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The use of data to monitor student progress and provide intervention and support

These reports identified areas of need including social emotional counseling, support of positive classroom and school behavior, early school readiness and improving the percentage of students who complete A-G college entrance requirements and planning for college and career readiness. The LCAP services that support these needs include:K-12 Intervention Specialist and additional counseling services for both social emotional support and academic counselingPositive Behavior Intervention and Supports (PBIS)College and Career Readiness Supports including AVID, College and Career Center and 6-8 CTE introductory activities,Early Admittance to Transitional Kindergarten (TK)Full Day KindergartenImplementation of full K-5 Visual and Performing Arts (VAPA)English Language Development Teacher on Special Assignment (TOSA) to support the implementation of the ELD/ELA FrameworkGATE, Honors, and AP TOSA to expand GATE to include grades 1-8 and align to the 9-12 Honors and AP CoursesInstructional Coaches for teachers in grade K-5 to assure good first teachingParent workshops and informational nights regarding college and career readiness

The majority of these meeting were designed to have staff, parents, and community members complete the LCAP survey. Input from the surveys formed the basis of the LCAP recommendations presented to the LCAP Advisory Committee.

The DELAC Committee requested two specific services. The continuation and expansion of the parent education program PIQE (Parent Investment for Quality Education) and establishing a tutoring program for secondary students. These services were included in the LCAP

The Superintendent Student Advisory Committee recommended that guidance and counseling services be expanded, that a permanent College and Career Readiness Center be established and that that extracurricular activities be expanded. These services were included in the LCAP

The LCAP Advisory Committee received completed survey results from each group (staff, parents, community) along with a summary of the patterns, trends, and comments regarding the majority focus areas of the LCAP. Needs identified in the survey were clustered into five areas:Behavior Management, Counseling Services, and College, Career and Community ReadinessEnglish Learner Services and other Diverse PopulationsIntervention and Enrichment/Extracurricular OpportunitiesTechnology and Library ServicesThe three goals of the LCAP and identified services were formed based on the data from the surveys in conjunction with the data received from parent and student groups

The LCAP Advisory Committee prioritized the goals and services for the LCAP. Once the draft was completed the LCAP Committee members were able to review and gave input prior to posting for public input. As a result, the funding for instructional materials and professional development was reduced and the Lead Assistant Principal for the alternative education program was moved to a base service. This allowed for funding additional interventions specialists, GATE TOSA, and K-5 instructional coaches. During the May revise, funding for a late bus to outlying areas, additional support for VAPA, and additional high school counselor and additional professional development was added to the LCAP.

LCAP Advisory Committee's purpose is to review the goals, services and metrics established in the 2015-16 LCAP plan and to provide input regarding the development of the 2016-17 LCAP plan.Meeting Dates:February 10, 2016 - The LCAP Advisory Committee Identified the best practices for students occurring in our district now. Included in the Committee notes for best practices were: VAPA, behavior health, counseling support and intervention specialists, GATE expansion, Newcomer support, All day kindergarten and TK, PBIS, elementary athletics, instructional coaches, technology, CTE pathways and para educator support.Committee members also identified area of interest for LCAP improvement including intervention, STEM, VAPA, and support for common core implementation

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March 10, 2016 - The LCAP Advisory Committee reviewed the questions for each of the LCAP surveys (K-5 certificated staff, 6-12 certificated staff, K-12 classified staff, parents, community and students.) Questions were modified, added or deleted based on Committee input

April 13, 2016- LCAP Advisory Committee reviewed the district metrics aligned to the state priorities including data provided by district staff and the LCFF State Priorities Snapshot. Significant progress has been made in the area of student engagement. The LCAP Committee also reviewed student achievement data based on district benchmarks. The key area of focus for the Committee at this meeting was intervention. The Committee gave input on what makes an effective intervention, what are the pitfalls in implementing effective interventions and when are critical points to intervene. This input was used in developing a recommended plan for LCAP services in the area of intervention.

May 5, 2016 - Based on the LCAP Advisory Committee input regarding services and intervention services from the previous meetings, a draft plan of services was developed and presented to the Committee . The draft included the changes in funding for existing services, the new services added, and the services that will be shifted to base funding. The Committee reviewed the plan and the one area that was recommended that we consider either funding out of base funding or through LCAP was a late bus that allowed high school students (at a minimum) to participate in either athletics, extra-curricular or tutoring options. Staff is currently reviewing the cost of transportation

May 25, 2106 - The LCAP Advisory Committee was concerned that there would be only a 1/2 intervention teacher at 4 sites. The need for a late bus was expressed by the union representatives.

June 8, 2016 - A report back was made to the LCAP Advisory Committee regarding the augmentation of the 1/2 intervention teacher with Title I funds to provide full time intervention teachers. A report was shared regarding a 9-12 student survey for those who ride the bus regarding a potential late buses. Using this data, the transportation department provide costs for providing a late bus to upper Spring street and San Miguel. The LCAP Advisory Committee did not recommend that services be cut to provide the late bus, but did recommend that the district consider funding the late bus out of other funds.

The DELAC Committee provided input on the LCAP plan and reinforced the importance of PIQE which provides parent educational opportunities. Last year, this was the top priority of the DELAC Committee and PIQE was offered for elementary and then secondary parents. It was so successful this year that the funding has been increased in the LCAP to increase the number of classes next year to provide for a leadership training class in addition to the nine-week elementary and secondary parent institutes. The DELAC president also serves on the LCAP Advisory Committee to provide input.

LCAP Surveys - The LCAP surveys mirror the district metrics indicating increased student engagement. The LCAP surveys indicate there is an increase in the percentage of parents who feel that students are safe and connected to school. Last year 81% of the parents indicated that their child feels safe and connected to school This year 92% of the parents feel their child is safe at school and 83% feel that their child is connected to school (The LCAP committee recommended that the questions be split into two separate questions.) There is a significant increase in the percentage of parents who agree or strongly agree that their child is receiving a high quality educational experience in the Paso Robles School District (66% to 85%) and a decrease in the percentage of parent who disagree or strongly disagree (17% to 2%). In fact there were no parents who strongly disagree in this year's survey. There was an increase in parents who indicated that "my child has at least one caring adult that they can go to at the school if they need help" (88% to 92%). There was an increase in the percentage of parent who strongly agree or agree that their child's school encourages parental participation (73% to 76%), with a significant increase in those that strongly agreed (29% to 42%). There was also an increase in the percentage of parents who said that if they had an issue or concern with academics, school climate, or facilities, etc, they understood how to get their concern addressed. (85% to 92%). There was also an increase in the percentage of parents who indicated that the school seeks their input regarding their child's educational experiences always/sometimes (68% to 78%), with the largest increase in the "always seeks my input" category (18% to 30%).

The LCAP surveys demonstrated that there is an increased awareness of Common Core State Standards among parents (69% to 88%). There was a slight decrease in the parent awareness of a college and career readiness plan (62% to 57%) ( (this may be due to a more even distribution among K-12 sites as opposed to more 9-12 parents who completed the survey last year). However, 75% of the 9-12 students surveyed indicated that they had a college and career readiness plan. This was a higher percentage than either parents (57%) or 6-12 certificated staff (43%) indicated when asked if students have a college and/or career readiness plan. The percentage of parents who indicated that they know how the school is supporting their child toward college, career and community readiness increased from 60% to 75% which indicates a greater awareness of the college and career focus of the district.This may indicate that there needs to be a greater awareness by 6-12 staff and parents of the college and career planning process. There is an increase of the number of parents who indicated that their child has met with a guidance counselor to review his/her academic high school process (50% to 60%). The 9-12 students surveyed indicated that 57% have met with a guidance counselor to review their academic progress. Only 49% of the 6-12 teachers indicated that students met with a guidance counselor and 40% indicated that they don't know, which again indicates a need for awareness of the college and career planning process.

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The individual meetings allow the district staff to share the implementation and planning process with SLOCOE staff and to receive feedback and clarification regarding specific LCAP items. These meetings were very valuable to assure that there was a common understanding of the LCAP process between district and county staff.

These small training and sharing sessions have been very valuable and we are using the Template created by Dan Peverini for several purposes. The template provided a way to present to the LCAP Committee the budgeted and actual expenditures for the 2015-16 LCAP plan. it was also used to show the 2015-16 LCAP services and the changes, addition or deletion of services in the 2016-17 LCAP. The template also was used to show the changes of funding of LCAP services from 2015-16 to 2016-17 based on LCAP Committee Recommendations. Finally a version of the template will be used to link services with metrics. Also shared at the meeting were LCAP executive summaries to make the LCAP plan more accessible to parents and the general public. Suggestions for metrics and stakeholder engagement were also shared and used during the planning stages for LCAP

This work shop was very valuable in providing information to the LCAP Advisory Committee on the difference between equality and equity and also the relationship between base funding, supplemental and concentration funding in LCAP and categorical funding. The workshop presentation slides were used in presentations to the district staff and the LCAP Advisory Committee

The LCAP metrics show that PRJUSD enrollment is increasing, that the number of interdistrict transfers are down and intradistrict transfers are up. Both the number of days and the number of students suspended is considerably down as are the expulsions. The number of office referrals are down as is the chronic absenteeism. While the overall attendance is up, we have not met our attendance goal (95.5%). This data along with the LCAP parent survey data indicates our district initiative are having a positive impact on student engagement. The monitoring of the intervention specialists student contact allow for implementation refinements, but also demonstrate the impact that additional student counseling is having on students. The LCAP Advisory Committee also indicated that there were positive impact from district initiatives in VAPA, elementary athletics and student counseling services

The certificated union expressed concerns regarding three LCAP services. They recommended a full time intervention teacher at each site through the use of additional general fund dollars. The LCAP will fund a 1/2 time intervention teacher at four sites and a full time at two sites with the largest concentration of unduplicated students. The district is working with school sites to allow them to use Title I funds to augment the 1/2 time position to become a full time position. The union is concerned about the staffing levels in the K-5 VAPA program particularly in music, dance and PE. They would like to increase staffing in these areas for optimal instruction and learning. VAPA is provided to all K-5 students in music, art and dance. There have been changes made to the VAPA school site schedules for the 2016-17 school year and the district is following the certificated bargaining contract. The Chief Human Resources Officer will work with the union regarding any concerns upon the implementation of the VAPA schedule. The certificated union also felt that the late bus should be provided through the allocation of general funds. The district presented the concerns and the response at the June 8th LCAP Advisory Committee and provided a formal response to the union

No official written comments were submitted

The implementation of the services identified in September was hampered by the inability to hire qualified staff. Due to the fact that we increased to full day kindergarten district-wide, all possible para educators within the district had been assigned. There were not enough qualified applicants to fill the new positions identified in the LCAP. Any para educators that were hired for categorical positions were shifted to LCAP positions as these supplemental services must be offered before categorical services. In addition, our pay scale for bus drivers was so low that we lost bus drivers and did not have staff to complete a late bus run to our neighboring feeder district. It was not until January that the majority of our para educator positions were filled.

In January, we reevaluated our expenditures and changes to implementation of services and was shared with the LCAP Advisory Committee at the February 10th meeting.

Due to reduced funding, each program was reviewed and changes to implementation of services was shared with the LCAP Advisory Committee at the February 10th meeting

The AVID funds designated for elementary AVID were used to provide additional staff development opportunities for 6-12 AVID teachers and staff

Remaining funds were used to offset salary increases for LCAP positions

Funds were used to offset salary increases for LCAP positions





Funds were used to offset the reduction of allocated LCAP revenue due to lower enrollment than projected

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Funds were used to offset the reduction of allocated LCAP revenue due to lower enrollment than projected

Funds were shifted to English Learner materials, English 3D

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Goals, Actions, & ServicesStrategic Planning Details and Accountability

Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.----------

New

Modified

Unchanged

----------

Goal 1 Paso Robles Joint Unified School District students will be College and Career and Community Ready when they graduate

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

COE 9 10LOCAL PRJUSD Guiding Principles Goal #1

----------Identified Need 38.6% of students are deemed CSU/UC ready based on completion of A-G course work and EAP requirement

37% of parents surveyed in English and 40% of parents surveyed in Spanish indicated either "no"/don't know" when asked if their child had a college and/or career readiness plan39% of students surveyed indicated no when asked if they had a college and/or career readiness plan47% of parents surveyed in English and 42% of the parents surveyed in Spanish on the LCAP answer No or I don't know if my child has met with a Guidance Counselor to review his/her academic progress41% of 9th - 12th grade students surveyed answer No to "I met with a Guidance Counselor to review his/her academic progress"Superintendent Student Advisory Committee indicated that the College and Career Center was very useful in preparing and submitting college applications57% of 9-12 grade students surveyed either "strongly agreed" or "agreed" "I feel connected to school"54% of 6-8 grade students surveyed either "strongly agreed" or "agreed" "I feel connected to school"19% of 6-8 grade students survey indicated that they did not have at least one caring adult that they can go to at the school if they need help57% of 9-12 grade students surveyed said that they had met with a guidance counselor to review his/her academic high school progress

----------EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Prepared for College and Career - State Indicator

Prepared for College and Career - 38.6%(Using CST Data)

Prepared for College and Career - (with new CAASP Assessment) - 40%



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College and Career PlanningHave a College/Career Readiness PlanHave met with a Guidance Counselor

71% of 9th - 12th grade students indicated in the 2017 LCAP survey that they have a college and/or career readiness plan (71% in 2016)








Graduation Rate - State Indicator

High School graduation rate (based on 15-16 data) for all students was 93.7% and was rated green on the CA Dashboard. English Learner, socioeconomically disadvantage, Hispanic and white subgroups were all over 91% or high and rated blue or green on the CA Dashboard. Special Education subgroup was 70% and declined and was rated red.

High School graduation rate for all students was 94% with rated green on the CA Dashboard. Maintain green/blue level for English Learner, socioeconomically disadvantage, Hispanic and white subgroups Increase Special Education subgroup to 72%



Attendance = Average Daily Attendance

ADA 95.44% ADA 96% ADA 96% ADA 96%

Suspension - State Indicator All Students 3.5%Students with Disabilities - 7.0%Two or More Races - 7.9%(Hispanic, White, English Learner, Socioeconomically disadvantaged remain green )

All Students 3.2%Students with Disabilities - 5.0%Two or More Races - 5.9%(Hispanic, White, English Learner, Socioeconomically disadvantaged remain green

All Students 2.9%Students with Disabilities - 3.0%Two or More Races - 3.9%(Hispanic, White, English Learner, Socioeconomically disadvantaged remain green

All Student 2.6%Students with Disabllities - 2.7%Two or More Races - 3.0%(Hispanic, White, English Learner, Socioeconomically disadvantaged remain green

Chronic Absenteeism State Indicator in developmentDistrict Average 8.87%

District Average 8.00% District Average 7.5% District Average 7.0%

PLANNED ACTIONS / SERVICES

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Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be ServedAll Students with Disabilities

Location(s)All Schools Specific Schools: Specific Grade spans:

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served

English Learners Foster Youth Low Income

Scope of ServicesLEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)

Location(s)All Schools Specific Schools: Specific Grade spans: TK-5

ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

Provide two Tier 1 and one Tier 2 Intervention Specialists for TK-5 schools

Provide two Tier 1 and one Tier 2 Intervention Specialists forT K-5 schools

Provide two Tier 1 and one Tier 2 Intervention Specialists for TK-5 schools

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $208,000 Amount $212,500 Amount $217,000

$208,000Source Supplemental Source Supplemental Source Supplemental

$208,000


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OR




Location(s)All Schools Specific Schools: Specific Grade spans: Grades

6-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide one Tier 1 and one Tier 2 Intervention Specialists for PRHS and one Tier 2 Intervention Specialists each for LMS and FMS

Provide two Tier 2 Intervention Specialists for PRHS and one Tier 2 Intervention Specialists each for LMS and FMS

Provide two Tier 2 Intervention Specialists for PRHS and one Tier 2 Intervention Specialists each for LMS and FMS



$258,000



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OR




Location(s)All Schools Specific Schools: Arts Academy at Bauer-Speck and Virginia

Peterson ElementarySpecific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide two academic and crisis counselors (1 to BS and 1 to VP)




$125,000Source Title I Source Title I Source Title I

$125,000




OR

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Location(s)All Schools Specific Schools: Flamson Middle School and Lewis Middle

SchoolSpecific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional 1.0 FTE counselor to middle schools to maintain 500:1 ratio





$98,000



Location(s)All Schools Specific Schools: Paso Robles High School Specific Grade spans:

OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20







$112,000Amount 112,000 Amount 114,500 Amount 117,000

112,000Source Governors CTE Initiative: California Partnership Academies

Source Governors CTE Initiative: California Partnership Academies

Source Supplemental

112,000




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide College & Career Center at PRHS Provide College & Career Center at PRHS Provide College & Career Center at PRHS


$2,000 $2,000




OR





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ACTIONS/SERVICES

2017-18 2018-19 2019-20


AVID program support (site AVID fees, staff training, college field trips and AVID tutors)




$56,000 $56,000




6-8

OR




Location(s)All Schools Specific Schools: Flamson Middle School, Lewis Middle

School, Paso Robles High SchoolSpecific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Grade 6-8 college, career and CTE interest inventories, career events and transportation to post-secondary exploratory events




$5,000Source Governors CTE Initiative: California Partnership Academies



$5,000




6-8

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Parent Institute for Quality Education (PIQE) and additional parent education opportunities for literacy, mathematics, and college, career and community readiness



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$35,000




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


School site support for PBIS implementation, year 2 ($5,000 per site)




$50,000

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Source Supplemental Source Supplemental Source Supplemental

$50,000

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New

Modified

Unchanged

----------

Goal 2 PRJUSD will increase student success and achievement and close the achievement gap of pupil subgroups in core content areas


COE 9 10LOCAL PRJUSD Guiding Principals Goal 1

----------Identified Need Student benchmark data for mathematics indicates that in grades 3-11 less than 50% of students are mastering

mathematics benchmarks and there are significant gaps between the scores of All Students and EL studentsStudent benchmark data for ELA indicates the percentage of students who are proficient increases during the year, but the performance of pupil subgroups including LI, EL and special education students continues to lag behind All StudentsStudent benchmark data for reading indicated that students receiving all-day kindergarten are performing at a greater level district-wide than half-day kindergarten resultsThe AMAO 1 for English Learners was not met (district 60.0% and state requirement 60.5%)The AMAO 2 for EL less than 5 years cohort was not met (district 22.2% and state requirement 24.2%)The AMAO 2 for EL 5 years or more cohort was met (district 53.4% and state requirement 30.9%)The percentage of long term English Learners was not reduced by 5% (in fact the percentage of student who are Long Term English Learner increased slightly)LCAP Advisory Committee identified intervention services as the primary need for additional supportLCAP Parent (Q18) and Staff Survey (Q21) indicated the need to continue the expansion of GATE, honors and AP services including additional parent and staff communication avenues and additional resources for primary gradesK-5 Staff Survey indicates that special education services (including learning center model), English Learner Services (including differentiated support for ELD) and intervention services need to be enhanced (Q22, 23, and 24)DELAC feedback indicated the need for specialized services for English learners


Metrics/Indicators Baseline 2017-18 2018-19 2019-20startcollapse

PLANNED ACTIONS / SERVICES

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Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.




OR




Location(s)All Schools Specific Schools: Specific Grade spans: Grade K

ACTIONS/SERVICES

2017-18 2018-19 2019-20


All-day kindergarten @ all elementary sites. 6 hour paraeducators for each kindergarten classroom





$535,000


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OR





Transitional Kindergarten

ACTIONS/SERVICES

2017-18 2018-19 2019-20


TK for early admission students (students who will be 5 between Dec 2nd and January 10th will be allowed to enroll August 20th and thus receive a full year of TK prior to K enrollment)



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount 0 Amount 0 Amount 0

0 0




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OR





1-2

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Support for primary classes and differentiated instruction through paraeducators





$178,000




OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

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Students to be ServedEnglish Learners Foster Youth Low Income



6-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Support for 6-8 newcomer students (.8 FTE), 9-12 newcomer (.2 FTE), and 2 bilingual paraeducator

Support for 6-8 newcomer students (.8 FTE), 9-12 newcomer (.2 FTE), and 2 bilingual paraeducator

Support for 6-8 newcomer students (.8 FTE), 9-12 newcomer (.2 FTE), ) and 2 bilingual paraeducator


$110,000 $110,000




TK-5

OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Strategic support of gradesTK-5 mathematics through ST Math

Strategic support of gradesTK-5 mathematics through ST Math

Strategic support of grades TK-5 mathematics through ST Math


$24,000Source Lottery Source Lottery Source Lottery

$24,000




OR




Location(s)All Schools Specific Schools:

5 FTE at Pifer, Brown, Butler, King1.0 FTE at Bauer-Speck and Peterson

Specific Grade spans:

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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Intervention support for grade 4-5 in reading and designated ELD (3.14 FTE) Addition K-5 intervention support for two elementary schools (VP, BS) (1FTE)

Intervention support for grade 4-5 in reading and designated ELD (3 FTE) Addition K-5 intervention support for two elementary schools (VP, BS) (1FTE)

Intervention support for grade 4-5 in reading and designated ELD (3 FTE) Addition K-5 intervention support for two elementary schools (VP, BS) (1FTE)



$350,000




OR




Location(s)All Schools Specific Schools: .Flamson Middle School and Lewis MIddle

SchoolSpecific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


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Certificated support for strategic ELA and mathematics for grades 6-8 (2 FTE)





$160,000




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Certificated support for strategic courses for Algebra I support in grade 9 (.8FTE)



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$90,000




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Expand library services hours to before and after school Expand library services hours to before and after school Expand library services hours to before and after school



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$106,000




OR




Location(s)All Schools Specific Schools: Paso Robles HIgh School Specific Grade spans:

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Grades 9-12 provide after school support with designated tutoring center





$22,000


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Core/Enrichment Summer School, preK-5 Core/Enrichment Summer School, preK-5 Core/Enrichment Summer School, preK-5



$35,000




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OR





6-8

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Grade 9-12 Summer School and Grades 6-8 summer enrichment and before and after school tutoring

Grade 9-12 Summer School and Grades 6-8 summer enrichment and before and after school tutoring

Grade 9-12 Summer School and Grades 6-8 enrichment before and after school tutoring



$56,000




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


CELDT/ELPAC Testing Team CELDT/ELPAC Testing Team CELDT/ELPAC Testing Team


$15,000 $15,000




OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Parent liaison to support the English learner students and their families





$40,000Budget Reference

Budget Reference

Budget Reference




OR





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ACTIONS/SERVICES

2017-18 2018-19 2019-20


.25 FTE ELL Services Coordinator to support English learner students and their families




$28,000Source Supplemental Source Supplemental Source Lottery

$28,000

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New

Modified

Unchanged

----------

Goal 3 All PRJUSD students will have access to core curriculum taught by highly qualified teachers that is aligned to the California Standards


COE 9 10LOCAL PRJUSD Guiding Principles Goals 1 and 2

----------Identified Need Survey Data provided by the Certificated Bargaining Unit indicated that instructional coaches have been valuable in

providing in class support for the implementation of district initiatives and the Common Core State StandardsEnglish Learner data indicates that we had a slight increase of Long Term English Learners (3% of English learners to 6% of English learnersSign-in sheet data indicates that our English learner families are not participating in district meeting, district advisory committees and district general meetings (beyond the DELAC and ELAC meetings)Input from K-5 Curriculum Leads indicates the need for more support for designated and differentiated ELDK-5 and 6-12 certificated staff indicated on the LCAP survey the need for additional professional development centered around new instructional materials, technology application, common core implementation and new instructional strategies (Q8 and Q6)



PLANNED ACTIONS / SERVICESComplete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.


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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Professional development for core curriculum and LCAP services including K-5 grade level collaboration





$61,000




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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


TK-5 Instructional coaches to support classroom teachers in implementing new instructional strategies and programs





$328,000




OR

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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Title I K-5 STEM Coach Title I K-5 STEM Coach Title I K-5 STEM Coach


$125,500Source Title I Source Title I Source Title I

$125,500




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


ELD/ELA Coach (1FTE) and Mathemtatics Coach (1FTE) ELD/ELA Coach (1FTE) and Mathemtatics Coach (1FTE) ELD/ELA Coach (1FTE) and Mathemtatics Coach (1FTE)


$250,000Source Title II Source Title II Source Title II

$250,000




OR





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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Teacher Induction Program (TIP), intern (PIP), pre-credential (STIP) and PAR mentoring and support




$170,000Source Other Source Supplemental Source Supplemental

$170,000




9-12

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


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New textbook adoption in alignment with state instructional materials adoption (9-12 ELA)



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20

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New

Modified

Unchanged

----------

Goal 4 Provide access to 1:1 technology (grades 6-8), enhanced technology (K-12) , visual and performing arts (VAPA), services for advanced learners (GATE, Honors, AP and Dual Enrollment), extra curricular activities including elementary and middle school athletics


COE 9 10LOCAL District Guiding Principles

----------Identified Need



PLANNED ACTIONS / SERVICESComplete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.




2-12

OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


GATE Honors/AP Teacher on Special Assignment and GATE/Honors/AP support. Support (GATE testing, professional development, classroom materials, parent education, GATE events)





$150,000




OR



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ACTIONS/SERVICES

2017-18 2018-19 2019-20


VAPA support for K-5 including: dance, music and art teacher and program expense for elementary keyboard, music and art and program, and expansion 6-12 including middle school strings and program expenses 6-12 programs and K-12 field trips K-12 choir accompanists

VAPA support for K-5 including: dance, music and art teacher and program expense for elementary keyboard, music and art and program, and expansion 6-12 including middle school strings and program expenses 6-12 programs and K-12 field trips K-12 choir accompanist

VAPA support for K-5 including: dance, music and art teacher and program expense for elementary keyboard, music and art and program, and expansion 6-12 including middle school strings and program expenses 6-12 programs and K-12 field trips K-12 choir accompanist


$542,000 $542,000




OR




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ACTIONS/SERVICES

2017-18 2018-19 2019-20


Elementary and middle school athletics Elementary and middle school athletics Elementary and middle school athletics



$112,000




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20

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Technology implementation - 1:1 Rollout (devices and 1 technology paraeducator to support implementation) $250,000 + $37,000 + $19,000





$306,000

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Demonstration of Increased or Improved Services for Unduplicated PupilsLCAP Year 2017–18 2018–19 2019–20

----------Estimated Supplemental and Concentration Grant Funds: $3,904,486 Percentage to Increase or Improve Services: 7.34%----------Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).----------Paso Joint Unified School District has an unduplicated student population of 51.5%. The total amount of Supplemental funds the district is projected to receive is . These funds are principally directed towards our unduplicated students and are used in the most effective manner to meeting their academic, social, and emotional needs.

LCAP Goal #1 – School Climate and College, Career and Community Success ()

The Student Achievement Counseling and Achievement Committee Report as well as the LCAP surveys and the student focus groups indicated that access to counseling for students who need social emotional support and guidance services needed to be expanded. In reviewing the current status, the Committee determined that baseline behavioral structures and systems also need to be in place. The Committee reviewed various structures and options and made the determination that an additional guidance counselor was required to reduce the student to teacher ratio and provide for access to counselors for college and career planning. In addition, the committee identified the need to meet the social-emotional needs of students. In reviewing possible options (contracting with outside agencies, creating resource center on site), the determination was to hire intervention specialists for middle and high school that will focus on students at greatest risk. They will provide needed services for students. This is a successful program that has been used in districts in the Fresno areas (Central, Clovis and Sanger)

Positive Behavior Intervention and Support (PBIS) is a research-based strategy that improves student performance by providing a positive learning environment and reducing student behavior and discipline problems that interfere with learning and a recognized part of the Multi-tiered System of Supports (MTSS) . Each site has a PBIS team and the expected outcome was that each site would reach the Bronze level status . Six schools applied for Bronze level status and four school applied for Silver level status. The district provided support for PBIS through the Lead Psychologist and by providing each K-5 school with Guidance Specialist who took responsibility for implementation. LCAP funding provided funding for each school site to development and implement their PBIS protocols and interventions. Two actions walks were conducted to provide feedback to schools and to validate results. In addition, intervention specialist were provided through LCAP funds to provide Tier 2 supports for PBIS for identified students. Data regarding the effectiveness of those supports were submitted as part of the PBIS application to recieve Bronze and Silver Status

The AVID program is a highly successful model for preparing underrepresented youth for college admission and attendance. An evaluation of this year’s data indicates that 100% of the students participating in the AVID program as seniors were accepted into 4 year universities. The program has expanded into the middle schools. There was a full program in 7th and 8th grade at one middle school, a 7th/8th grade combination class at one middle school and two classes at all grade levels at Paso Robles High School. In 2016, The District English Language Advisory Committee (DELAC) identified the AVID program as being one of the most effective programs. In addition to the AVID, the DELAC Committee voiced overwhelming support for parent education programs such as the Parent

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Institute for Quality Education (PIQE) and other parent education opportunities (i.e. Latino Literacy Project). Parent involvement is correlated with improved student achievement.

The College and Career Center continued to expand its services through a partnership with CALSoap funding and a CTE College and Career Readiness Counselor and additional funding from a CTE Readiness Grant. The Superintendent Student Advisory Council identified the College and Career Center as being essential in helping them to select colleges, prepare college applications and apply for financial aid and scholarships. This service is especially important for students who are first generation college attendees. The LCAP Parent Advisory Groups expressed the need to have additional resources for parents and to have additional staffing for students during the year.

Parent Engagement - Parent Investment in Quality Education (PIQE) is a recognized program that promotes both parent involvement and engagement. The effectiveness of active parental engagement in schools is well documented. Throughout the nine-week workshop, PIQE’s signature program fulfills its goal of educating, empowering, and inspiring parents of K–12 school age children to take an active role in encouraging and enabling their children to: Stay in school; Improve their academic performance; Develop healthy and constructive relationships with their parents, teachers, and counselors; and, focus/prepare themselves for a post-secondary education. In addition, the Parent Leadership Development Program assisted PRJUSD in starting a parent organization that is supporting parents and providing workshops. The Parent Leadership Development program focuses on developing parents’ capacity to engage in their child’s school at a deeper level by recognizing that the educational system faces many challenges. They reflect on their own leadership qualities, identify critical school-centered issues impacting education, and learn how to establish a parent leadership team. They acquire tools that will help them conduct effective meetings with the principal and/or school staff. At the end of the sessions, parents will lead a dialogue with the principal, presenting, from the parents’ perspective, the most urgent needs affecting students at that school. Parents are then asked to serve as liaisons and role models for other parents. Nineteen parents formed a parent outreach program and have begun leadership by providing workshops on the importance of summer learning.

LCAP Goal #2 – Student Achievement and Success; Closing the Achievement Gap ($1,944,000)

Early Childhood Education Initiatives - The achievement gap starts prior to students entering school. Students from Low Income families enter school with a language and literacy gap. The early admission for Transitional Kindergarten support students entering school prior to turning age 5. This year students began school once they turned 5 (after the December 2nd cutoff for Transitional Kindergarten). It was determined that Transitional Kindergarten would be most productive if students received a full year of service. Last year, funding was allocated to support an early admission to TK and any student who turned 5 by March 1st was allowed to start from the first day of school (August 20th). This year a district preschool program was funded and students must be 5 prior to January 10th. This will provide for a limited number of early attendees with limited impact on the funding for TK

All day kindergarten provides an additional 2.5 hours of classroom instruction daily for our neediest students in kindergarten. The data from district benchmarks and iRead indicates that this program was successful in closing the achievement gap in ELA and mathematics and in the overall success of the students. Reading in the primary grades is identified as a key indicator of school success. Students who read on grade level by third grade are more likely to have overall success in school and to graduate high school. District wide implementation of all-day kindergarten began in 2015-16 and data indicates that this has led to improved student achievement and the ability to do more effective interventions

Extended School Day and School Year - Parents and teachers from all advisory groups indicated that support for students beyond the school day was needed. This includes both tutoring for students during the year and extending the year through intersession and summer school. This is especially true for Low Income students and English Learners who may not have the resources or help to master grade level content. In addition, research has demonstrated that while school closes the achievement gap during the school year, the gap widens during the summer when Low Income students do not have summer enrichment or reading

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programs (Outliers by Malcolm Gladwell). Extending the library hours allows each site library to open before and after school and allows parents and students access to support literacy development.

Support for students not mastering grade core content in English Language Arts (ELA), English Language Development (ELD) and mathematics – Teachers, parents, and staff indicated that there is a need for intensive support during the school day for students who are reading two or more years below grade level; students who have not mastering grade level mathematics concepts; and English Learners who are Newcomers (less than 12 month in the United States) or score a 1 or 2 on the California English Language Development Test (CELDT). These students should receive instruction in addition to the core (System 44 , Read 180) or an individualized diagnostic and support program (mathematics) and additional teacher support in English language development. Each program selected is research-based and/or part of the district adopted instructional program. Through LCAP, baseline support staff will be provided to each school to provide these research based programs. Additional staffing is provided to schools with the highest levels of low income students all of which are above 40% free and reduced lunch (Bauer-Speck, Virginia Petersen, and Winifred Pifer)

LCAP Goal #3 – Implementation of the Common Core, Professional Development and Data Monitoring ($415,000)

Professional Development for New Initiatives – High quality professional development aligned to the needs of the students and job requirements of staff are an essential component for improving student achievement. Professional development for each of the initiatives is required. Research also indicates that coaching is essential for effective implementation of new programs and strategies. Instructional coaches will support teachers in implementing the new California standards and district identified research based instructional strategies (DII). These three positions will focus on assuring that a high quality English Language Development (ELD) program is in place, teachers are meeting the needs of advanced learners and that staff is effectively using formative and summative data to make instructional decisions and monitor the effectiveness of identified strategies and tactics for improving student achievement.

Data Monitoring – Monitoring student achievement throughout the year will provide information for both the LCAP process, and decisions that teachers and staff make on a day to day basis to improve student performance. The Testing Team for the California English Language Development Test (CELDT) and the transition to the new assessment English Language Proficiency Assessment for California (ELPAC) allows the individualized portion of the test to be given without loss of instructional time for the class. In addition, the immediate preliminary test results can assure that our English Learners receive the appropriate level of instruction.

LCAP Goal #4 - Enrichment opportunities through Visual and Performing Arts, GATE/Honors/AP, 1:1 Devices, Elementary Athletics and Extra Curricular Activities - Feedback from the community, parents, staff, and students indicates that a well-rounded education includes Visual and Performing Arts (VAPA). There is research that identifies a correlation between VAPA and achievement in other core content areas. In addition, there are career opportunities in the local area for those versed in the arts. College and career readiness is enhanced with a strong Honors and AP program at the secondary level which allows students the opportunity to complete college level credit in high school which not only helps students be competitive in college applications, but shortens the duration they would otherwise spend in post-secondary institutes. At the K-8 level, all surveys indicate the need to provide services for our advanced learners in the elementary and middle school which provides a connection to school and meets the students’ need for a challenging learning environment.

The following are services designed for unduplicated pupils that are increased or improved as compared to the services provided to all pupil in the LCAP year

AVID program support at two middle schools and the comprehensive high school - The AVID program is a highly successful model for preparing underrepresented youth for college admission and attendance. An evaluation of this year’s data indicates that 100% of the students participating in the AVID

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program as seniors were accepted into 4 year universities. Students receive one period a day with a teacher to learn College Readiness skills, monitor academic progress, participate in tutorials, and attend college fields. Family/parent nights explain the college preparation process to parents and guardians.

Parent Institute for Quality Education (PIQE) and additional parent education opportunities for literacy, mathematics and college and career readiness - The DELAC Committee voiced overwhelming support for parent education program such as the Parent Institute for Quality Education (PIQE) and other parent education opportunities (i.e. Latino Literacy Project). Parent involvement is correlated with improved student achievement. The program is currently provided in Spanish and provides outreach to the parents of our EL students and provides information on how to support students for college and career readiness.

All-Day Kindergarten with a 6 hour para educator - For two years, a pilot was conducted for an all-day kindergarten with the addition of a six-hour para educator. One school began with all-day kindergarten in the 2013-14 school year and an additional school in 2014-15. The data from district benchmarks indicate that this program was successful in closing the achievement gap in ELA and mathematics. The first grade benchmarks from students who participated in the all-day kindergarten in 2013-14 indicate that students maintained their performance through first grade. The pilots were conducted at two schools with the highest percentage of Low Income students and has proven to close the achievement gap at the earliest opportunity. All day kindergarten will provide an additional 3 hours of classroom instruction daily for our neediest students in kindergarten.

Para educators/teachers to support EL Newcomers and EL scoring at 1 or 2 on the CELDT - Teachers, parents, and staff indicated that there is a need for specific support for English Learners who are Newcomers (less than 12 month in the United States) or score a 1 or 2 on the California English Language Development Test (CELDT). Para educator/teacher support EL students by providing intensive instruction on English language vocabulary and in assisting the student to access the core instruction.

Core/Enrichment Summer School, K-8 - Research has demonstrated that while schools close the achievement gap during the school year, the gap widens during the summer when Low Income students do not have summer enrichment or reading programs. The Core/Enrichment Summer School will be free to Low Income, English Learner or Foster Youth, but will be fee-based for all other students. This summer school program provides a total of 20 additional days of instruction for students during the summer as well as access to the school library and in conjunction with the Food Bank meals for the students and their family.

CELDT/ELPAC District Testing Team - The Testing Team for the California English Language Development Test (CELDT) and English Language Proficiency Assessment for California allows the individualized portion of the test to be given without loss of instructional time for the class. In addition, the immediate preliminary test results can assure that our English Learners receive the appropriate level of instruction.

Bilingual Parent Liaison and English Learner Coordinator - The importance of parent engagement is widely researched and identified as a key element for students success. The Bilingual Parent Liaison and English Learner Coordinator serves as an outreach to Spanish speaking families including initial intake and testing, coordinating services, providing translation services for district meetings (including board meetings) and providing help and support with individual families. The DELAC supports the expansion of services for our English learner families.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.--------------

Revised Local Control and Accountability Plan and Annual Update Template Instructions

AddendumThe Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. For school districts and county offices of education, the LCAP is a three-year plan which is reviewed and updated in the second and third years of the plan. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Plan SummaryAnnual UpdateStakeholder EngagementGoals, Actions, and ServicesPlanned Actions/ServicesDemonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan SummaryThe LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget SummaryThe LEA must complete the LCAP Budget Summary table as follows:

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for

http://www.cde.ca.gov/fg/ac/sa/

the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual UpdateThe planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP. Annual Measurable Outcomes

For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/ServicesIdentify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

AnalysisUsing actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder EngagementMeaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Education Code identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. Education Code requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, Education Code Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and ServicesLEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, UnchangedAs part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

GoalState the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local PrioritiesIdentify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable OutcomesFor each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services

For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services RequirementStudents to be ServedThe “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.Location(s)Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:Students to be ServedFor any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.

If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s)Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/ServicesFor each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged: Check “New” if the action/service is being added in any of the three years of the LCAP to

meet the articulated goal.

Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the Goals, Actions, and

Services section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.Budgeted ExpendituresFor each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated StudentsThis section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the Demonstration of Increased or Improved Services for Unduplicated Students table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant FundsIdentify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to 5 CCR 15496(a)(5). Percentage to Increase or Improve ServicesIdentify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR 15496(a)(7).

Consistent with the requirements of 5 CCR 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.

For those services being provided on an LEA-wide basis:

For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

State PrioritiesPriority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; andC. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses:A. The implementation of state board adopted academic content and performance standards for all

students, which are: a. English Language Arts – Common Core State Standards for English Language Artsb. Mathematics – Common Core State Standards for Mathematicsc. English Language Developmentd. Career Technical Educatione. Health Education Content Standardsf. History-Social Scienceg. Model School Library Standardsh. Physical Education Model Content Standardsi. Next Generation Science Standardsj. Visual and Performing Artsk. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses:A. The efforts the school district makes to seek parent input in making decisions for the school district and

each individual school site;B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional

needs.Priority 4: Pupil Achievement as measured by all of the following, as applicable:

A. Statewide assessments;B. The Academic Performance Index;C. The percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance

requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT;

E. The English learner reclassification rate;F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or

higher; andG. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the

Early Assessment Program, or any subsequent assessment of college preparedness.Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates;B. Chronic absenteeism rates;

C. Middle school dropout rates;D. High school dropout rates; andE. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable:A. Pupil suspension rates;B. Pupil expulsion rates; andC. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and

school connectedness.Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under Sections 51210 and 51220(a)-(i), as applicable;

B. Programs and services developed and provided to unduplicated pupils; andC. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under Sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupilsPriority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of

services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address:A. Local priority goals; andB. Methods for measuring progress toward local goals.

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, Section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows:

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).


(3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).


(3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574,

2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060,

52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C.

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONSGuiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Guiding Questions: Stakeholder Engagement

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in Education Code Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?7) How has stakeholder involvement been continued and supported? How has the involvement of these

stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of

meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and bgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9) What information was considered/reviewed for individual school sites?10) What information was considered/reviewed for subgroups identified in Education Code Section 52052?11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to

Education Code Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can

these expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Funding Sources 3,177,500.00 3,357,472.50 4,854,500.00 4,928,500.00 5,001,200.00 14,784,200.00

78,600.00 116,054.00 725,000.00 735,500.00 747,000.00 2,207,500.00Base 131,000.00 0.00 0.00 0.00 0.00 0.00California Career Pathways Trust 110,000.00 27,200.00 0.00 0.00 0.00 0.00Governors CTE Initiative: California Partnership Academies

0.00 0.00 117,000.00 119,500.00 5,000.00 241,500.00

Lottery 0.00 16,000.00 24,000.00 24,000.00 53,000.00 101,000.00Other 17,000.00 0.00 170,000.00 0.00 0.00 170,000.00Special Education 0.00 0.00 0.00 0.00 0.00 0.00Supplemental 2,840,900.00 3,176,393.50 3,318,000.00 3,538,000.00 3,673,200.00 10,529,200.00Supplemental and Concentration 0.00 0.00 0.00 0.00 0.00 0.00Title I 0.00 0.00 250,500.00 256,000.00 262,000.00 768,500.00Title II 0.00 0.00 250,000.00 255,500.00 261,000.00 766,500.00Title III 0.00 21,825.00 0.00 0.00 0.00 0.00

* Totals based on expenditure amounts in goal and annual update sections.

Total Expenditures by Object Type

Object Type2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Expenditure Types 3,177,500.00 3,357,472.50 4,854,500.00 4,928,500.00 5,001,200.00 14,784,200.00

136,100.00 3,512.00 4,854,500.00 4,928,500.00 5,001,200.00 14,784,200.000000: Unrestricted 85,000.00 0.00 0.00 0.00 0.00 0.001000-1999: Certificated Personnel Salaries 1,029,200.00 1,258,344.50 0.00 0.00 0.00 0.002000-2999: Classified Personnel Salaries 980,500.00 1,044,500.00 0.00 0.00 0.00 0.003000-3999: Employee Benefits 678,200.00 630,129.00 0.00 0.00 0.00 0.004000-4999: Books And Supplies 122,500.00 167,585.00 0.00 0.00 0.00 0.005000-5999: Services And Other Operating Expenditures

76,000.00 102,118.00 0.00 0.00 0.00 0.00

5700-5799: Transfers Of Direct Costs 0.00 8,225.00 0.00 0.00 0.00 0.005800: Professional/Consulting Services And Operating Expenditures

70,000.00 143,059.00 0.00 0.00 0.00 0.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

TotalAll Expenditure Types All Funding Sources 3,177,500.00 3,357,472.50 4,854,500.00 4,928,500.00 5,001,200.00 14,784,200.00

26,100.00 0.00 725,000.00 735,500.00 747,000.00 2,207,500.00Governors CTE Initiative: California Partnership Academies

0.00 0.00 117,000.00 119,500.00 5,000.00 241,500.00

Lottery 0.00 0.00 24,000.00 24,000.00 53,000.00 101,000.00Other 0.00 0.00 170,000.00 0.00 0.00 170,000.00Supplemental 110,000.00 3,512.00 3,318,000.00 3,538,000.00 3,673,200.00 10,529,200.00Title I 0.00 0.00 250,500.00 256,000.00 262,000.00 768,500.00Title II 0.00 0.00 250,000.00 255,500.00 261,000.00 766,500.00

0000: Unrestricted Base 10,000.00 0.00 0.00 0.00 0.00 0.000000: Unrestricted Supplemental 75,000.00 0.00 0.00 0.00 0.00 0.001000-1999: Certificated Personnel Salaries

Base 77,800.00 0.00 0.00 0.00 0.00 0.00

1000-1999: Certificated Personnel Salaries

California Career Pathways Trust

77,800.00 0.00 0.00 0.00 0.00 0.00


Other 17,000.00 0.00 0.00 0.00 0.00 0.00


Supplemental 856,600.00 1,258,344.50 0.00 0.00 0.00 0.00

2000-2999: Classified Personnel Salaries

Supplemental 980,500.00 1,043,500.00 0.00 0.00 0.00 0.00

2000-2999: Classified Personnel Salaries

Title III 0.00 1,000.00 0.00 0.00 0.00 0.00

3000-3999: Employee Benefits

0.00 91,054.00 0.00 0.00 0.00 0.00


Base 27,200.00 0.00 0.00 0.00 0.00 0.00



27,200.00 27,200.00 0.00 0.00 0.00 0.00


Supplemental 623,800.00 511,875.00 0.00 0.00 0.00 0.00

4000-4999: Books And Supplies

17,500.00 0.00 0.00 0.00 0.00 0.00

Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

Total4000-4999: Books And Supplies

Base 0.00 0.00 0.00 0.00 0.00 0.00



5,000.00 0.00 0.00 0.00 0.00 0.00


Special Education 0.00 0.00 0.00 0.00 0.00 0.00


Supplemental 100,000.00 146,760.00 0.00 0.00 0.00 0.00


Supplemental and Concentration

0.00 0.00 0.00 0.00 0.00 0.00


Title III 0.00 20,825.00 0.00 0.00 0.00 0.00

5000-5999: Services And Other Operating Expenditures

35,000.00 25,000.00 0.00 0.00 0.00 0.00


Base 16,000.00 0.00 0.00 0.00 0.00 0.00


Lottery 0.00 16,000.00 0.00 0.00 0.00 0.00


Supplemental 25,000.00 61,118.00 0.00 0.00 0.00 0.00

5700-5799: Transfers Of Direct Costs

Supplemental 0.00 8,225.00 0.00 0.00 0.00 0.00

5800: Professional/Consulting Services And Operating Expenditures

0.00 0.00 0.00 0.00 0.00 0.00

5800: Professional/Consulting Services And Operating Expenditures

Supplemental 70,000.00 143,059.00 0.00 0.00 0.00 0.00

67,346.0075,713.00


Total Expenditures by Goal

Goal 2017-18 2018-19 2019-202017-18through2019-20

TotalGoal 1 1,061,000.00 1,081,500.00 1,102,200.00 3,244,700.00

Goal 2 1,749,000.00 1,773,000.00 1,794,000.00 5,316,000.00

Goal 3 934,500.00 953,500.00 973,000.00 2,861,000.00

Goal 4 1,110,000.00 1,120,500.00 1,132,000.00 3,362,500.00


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